Who to contact

Where to go

Name

Silloth Primary School

Address

Liddell StreetSillothWigton Cumbria

Postcode

CA7 4DR

Notes

Happy children learn well and therefore the well-being of our children comes before all else. Most recently, the school has become an Attachment Aware School and as such has in-house expertise in settling troubled children to learn through Sunshine Circles and Theraplay. Silloth Primary School is not just about subjects, although, of course these are a very important part of school, it’s about social & emotional growth as well as spirituality & morality & life experiences and enjoyment, it’s about friendship and personal challenges, it’s about learning about yourself & others and achieving more than you thought possible, it’s about relationships and commitment and it’s about fun and laughter, of which there is lots, all day long!

When is it on?

Date & Time Information

Open Monday to Friday 8.40am - 3.05pm

Time of day

MorningAfternoon

Local Offer

Local Offer Description

Profile of SEND at Silloth Primary School

9% of our children are either at SENS (SEN support) or have statements/EHC Plans (Education, Health and Care Plans), with 32% of our pupils in total with additional needs, therefore all teachers expect to have children with SEND in their classes.

Types of SEND which we currently have in school, during 2017-2018, include children with a diagnosis as well as those with learning profiles consistent with the diagnosis:

Speech. Language & Communication difficulties

Autistic spectrum and language disorder

Dyslexia, dyspraxia and dyscalculia

Moderate learning difficulties

Social & Emotional difficulties

ADHD

Emotional difficulties

Medical Needs

Bowel disorders

All children, regardless of SEND, are educated in mixed ability classes and medical conditions/needs are accommodated with care and sensitivity.

His/her progress is reviewed formally every term and progress is tracked in reading, writing and maths.

If your child is in Year 1 and above, and is working well below age related expectations, a more sensitive assessment tool is used which shows their progress in smaller but significant steps. These are called ‘P Scales’.

At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATs). This is something the government requires all schools to do and are the results that are published nationally.

Children on School Support will have an IEP which will be reviewed with your involvement, every term and the plan for the next term made.

The progress of children with a EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.

The HT will also check that your child is making good progress within any individual work and in any group that they take part.

What support will there be for my child's/young person's overall well being?

Happy children learn well and therefore the well-being of our children comes before all else. Most recently, the school has become an Attachement Aware School and as such has in-house expertise in settling troubled children to learn through Sunshine Circles and Theraplay. Silloth Primary School is not just about subjects, although, of course these are a very important part of school, it’s about social & emotional growth as well as spirituality & morality & life experiences and enjoyment, it’s about friendship and personal challenges, it’s about learning about yourself & others and achieving more than you thought possible, it’s about relationships and commitment and it’s about fun and laughter, of which there is lots, all day long!

What specialist services and expertise are avaliable at or accessed by the setting/school/college

Advice is provided by:

Specialist Advisory Teachers

Educational Psychology Service

Community Speech Therapy (NHS).

What training are the staff supporting children and young people with SEND have had or are having?

Class teacher input via outstanding targeted classroom teaching also known as Quality First Teaching.For your child this would mean:

That the teacher has the highest possible expectations for your child and all pupils in the class.

That all teaching is based on building on what your child already knows, can do and can understand.

Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.

Specific strategies (which may be suggested by the SENDCo or specialist teachers) are in place to support your child to learn.

Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

All children in school should be getting this as a part of outstanding classroom practice.

The HT & SENDCo’s role is to support the class teacher in planning for children with SEND.

The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as ASC, speech and language difficulties & attachment disorder

Individual teachers and support staff attend training courses run by outside agencies and in-house that are relevant to the needs of specific children in their class e.g. from the ASC Team etc.

How will my child/young person be included in activities outside this classroom including school trips?

As a fully inclusive school, your child will be encouraged to take part in after school clubs and visits, including residential visits.

How accessible is the setting/school/college enviroment

The building is accessible to children with physical disability via ramped access to the main entrance. Once in the building, the whole school is on one level, accessible to all.

We ensure that equipment used is accessible to all children regardless of their needs.

After school & extra curricular provision is accessible to all children including those with SEND.

How will the seting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life

We recognise that transition can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

If your child is moving child to another school:

We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that need to be made for your child.

We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher and the SENDCo. All IEPs will be shared with the new teacher.

In Year 6:

Primary Transition meetings are held with secondary staff to discuss the specific needs of all the children and the SENDCo will also meet the SENCo of the secondary school to pass on specific details about children with SEND.

If appropriate, longer transition arrangements will be made to ensure smooth transition.

Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.

Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.

How are the seting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The school budget, received from Cumbria LA, includes money for supporting children with SEND.

The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.

The Head Teacher and Senior Leadership Team discuss all the information they have about SEND in the school, including:

the children getting extra support already

the children needing extra support

the children who have been identified as not making as much progress as would be expected

And decide what resources/training and support is needed.

All resources/training and support are reviewed regularly and changes made as needed.

How is the decision made about what type and how much support my child/young person will recieve?

1. Code of Practice - Special Education Needs Support - SENS (Replaces School Action & School Action Plus), which means your child has been identified by the class teacher as needing some extra support in school.

For your child this would mean:

He/She will engage in group sessions with specific targets to help him/her to make more progress.

A Teacher/teaching assistant will run these small group sessions .

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.If progress is not made at SENS, your child would be progressed to the stage below.

2. Code of Practice - Early Help Assessment, which means your child has been identified by the class teacher/HT as needing some extra specialist support in school from a external professional. This may be from:

Local Authority central services such as the ASC Team

Outside agencies such as the Speech and Language therapy Service.

For your child this would mean:

Your child will have been identified by the class teacher/HT (or you will have raised your worries) as needing more specialist input additional to or different from quality first teaching and intervention groups.

You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.

You will be asked to support the school in completing a referral for an Early Help Assessment

The specialist professional will work with your child to understand their needs and make recommendations, which may include:

Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better

Support to set better targets which will include their specific expertise

A group run by school staff under the guidance of the outside professional e.g. a social skills group

A group or individual work with another external professional

· The school may suggest that your child needs some individual support in school. They will tell you how the support will be used and what strategies will be put in place. The details will be outlined in an Individual Education Plan that will be reviewed termly.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. If progress is not made at SENS, your child would be progressed to the stage below.

3. Code of Practice – Education Health & Care Plan (Replaces Statement of Special Educational Need) This would be provided via an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher/HT as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.

Usually your child will also need specialist support in school from a professional outside the school. This may be from:

Local Authority central services such as the ASC Team

Outside agencies such as the Speech and Language Service.

Heath Care Trust

For your child this would mean:

The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.

After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the support at SENS.

After the reports have all been submitted, the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more additional hours of support in school to make good progress. If this is the case they will write an EHC Plan. If this is not the case, they will ask the school to continue with the support at School Action Plus and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.

The EHC Plan will outline the number of hours of individual/small group support your child will receive from the school and LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.

The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child, or making resources to support independent learning.

This type of support is available for children whose learning needs are:

Severe, complex and lifelong

Need additional hours of support in school

How are parents involved in he setting/school/college? How can I be involved?

The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.

The SENDCo & HT are available to meet with you to discuss your child’s progress or any concerns/worries you may have.

All information from external professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.

IEP’s will be reviewed with your involvement each term.

Homework will be adjusted as needed to your child’s individual needs.

A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child

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